Degrees and Certifications:

Mrs. Terri Woods

Hi!  My name is Terri Woods. I am excited to begin my 8th year teaching ALE at Samuel Clemens High School! I grew up on the West Coast, born in California and raised in Las Vegas, Nevada. I graduated from Grand Canyon University with a Bachelors of Science degree in Psychology. In addition to teaching the Alternate Learning Environment (ALE), I am a sponsor of the Meet in the Middle/Unified Sports program on campus. Through these programs we empower our students, both students with disabilities and non-disabled students to engage with eachother in social interactions and sports. 

I enjoy cooking, reading, traveling and spending time with my family. I have four daughters and five grandchildren, both of which are the loves of my life. 

Remote Learning: 

Our first day of school Zoom meeting is as follows:

Time: Aug 13, 2020 10:00 AM Central Time (US and Canada)

Join Zoom Meeting

Meeting ID: 993 9135 2076
Passcode: 739202


If for some reason you are unable to attend the Zoom meeting, please call the classroom (210-945-6585) and I can walk you through our schedule.  I will be on campus from 8:00am - 4:30pm every day.


It is imperative that I speak with a parent or that they attend the Zoom meeting so I can count your student present for the day.  


Please click on this link to complete the Student Information Survey on the first day of school.

My Home Page

  • Welcome to our Life Skills/ALE classroom!


    The Life Skills class is made up of students with moderate to severe disabilities. These students show limitations in communication, social skills, and personal care. Our class has many different skill areas that are addressed which include, but are not limited to: social interactions, domestic skills, pre-vocational and vocational skills, as well as daily living skills.

     Career Skills

    Some of our students participate in vocational training on a weekly basis. Typically, as students move into higher grades and especially in the 18 to 21 year age range, they tend to focus more on vocational activities. The kinds of jobs they might receive instruction in vary greatly depending on the needs of the individual. The specific tasks students might participate in include watering plants, washing dishes, laundry, cleaning, sorting, shredding, and much more.

    Communication & Social Skills

    Our training tells us that many problematic behaviors stem from issues of communication. A wide spectrum of communication skills are taught at Clemens. For some students these skills could include picture exchange, an augmentative communication system, or signing. For others it might include instruction in social skills. A speech/language therapist is employed SCUCISD to work individually with students who have language delays. In addition, all students take a class in social skills or participate in communication groups. Staff members look for ways to encourage communication and the development of social skills. These skills are worked on outside of the classroom at job sites or on community exploration trips, as well as inside the classroom; sometimes with the assistance of regular education peer tutors.

     Daily Living Skills

    Depending on the needs of the students, life skills can mean a lot of different things. For one student it might involve systematic instruction in cutting up food during lunch or independently handling personal hygiene matters. For another it might involve instruction in telling time or using a calendar. Many students work on money skills of some kind, which includes both classroom instruction and the actual use of money in real world situations. Finally, students take formal cooking, cleaning and etiquette lessons.

     Leisure Skills

    Another important part of preparing students for adult life is instruction in social and leisure skills. This can include solitary and group activities such as board games, movies and quiet time. Interaction with students in the general education population is encouraged.


    The transition between school and work is perhaps the most significant transition of most people’s lives, and helping students (and parents) manage this transition to work is part of what we do. It is our hope that the years our students spend at Clemens will help them to achieve a maximum level of independence both at work and at home

    Please feel free to email me with any questions you might have!

    Terri Woods